An experiential learning approach to faculty training in Asia-Pacific education.

摘要

An examination of Multiple Intelligences theory could assist educators in understanding the vast differences in individual learners. Adaptation of this theory into an integrative, active learning motif elevates the level of interest and retention for students. Furthermore it adds a dimension of practical application during the learning process. This results in students who are stimulated and qualified to culturally adapt information to their own environment in their communities, schools, churches, and evangelistic outreaches. They will replicate the understanding of variety in intelligences as well as experiential adaptations of vital concepts.; The rippling effect begins with the Bible School teacher at the core, then widens to include the students who graduate and become the agents of teaching and change in their chosen location. For this reason, the researcher began teacher training to implement the theory of Multiple Intelligences experientially. Teachers living stateside but developing program for Asia and the Pacific were the first ones to be taught both theories. The stateside Asia-Pacific Education Office staff, consisting of twelve members, constituted level one, Their training took place from December 1998 through September 1999. They then traveled to a conference in Australia where educators, both U.S. missionaries and nationals from various countries, were trained by these stateside educators. There were 31 conference participants constituting level two. The goal was to expose cross-cultural educators to Multiple Intelligences and Experiential Learning in order for them to make practical application in the culture of their ministry as they integrate biblical truths.; A third level was then considered. APEO educators took experiential teacher training to three sites during the Fall of 1999 working with nationals in Indonesia, Fiji, and Samoa for a total of 105 participants. Surveys, interviews and observations were conducted at all three levels for data collection. However, this third level allowed mainly for exposure and initial response and will be considered for further research. At all levels, educators and students alike responded enthusiastically requesting further assistance with training and application.